Dr. M Email Oct 3 Inquiry is more recursive and not linear Has a focus on background knowledge. Some may feel it takes up too much time because it is not linear enough.
Want to Know How would this work with elementary or middle school students? How long has this program been around? Is this a well-established model? How does this engage students in content? Can this be used for all subjects? How are teachers involved? How is this model assessed?
Learned Will work with any age group. Developed in 1988. Engages students. Can be used for all subjects. Teachers are a guiding force, but students do the exploration. Teachers create assignment stating how material will be put together.
Focus - guideposts for the quest I'm on (specifying) Define the specific problem.
Links - connections to help me proceed (strategizing) Identify and locate likely resources.
Input - implementing the information I find (sorting, sifting, storing) Gather information: take notes; organize, analyze, and summarize the information
found.
Payoff - putting it all together for a profitable solution (solving, showing, sharing) Put together and present the findings.
IT! - Have I demonstrated Intelligent Thinking throughout the process? IF I know . . . THEN I should:
“The four steps did not always have to be sequential, since the process could move both backwards and forwards as needed. Reminds the kids that they will need to flip back and forth (evaluating,
rethinking, revising) as they work through their info-problem.”
learner-centered
flows naturally from step to step, and back within itself.
generic problem-solving framework
uses every-day language
Further Questions
How does this compare to other models?
Is this truly the best model for elementary students?
2. I-Search (Macrorie)
Know
Want to Know
How would this work with elementary or middle school students?
“Both experience and research tell us that students engaged in inquiry are more motivated to pursue learning on their own than students who are fed pre-organized information that they are expected to remember.” (50)
“Inquiry is a process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings. It is cyclical in nature because the result of inquiry is not simple answers but deep understandings that often lead to new questions and further pursuit of knowledge” (50)
“students are empowered to ask meaningful questions and follow a path of discovery to construct their own understandings, draw conclusions, create new knowledge, and share their knowledge with others.” (50)
Cochran-Smith and Lytle (in Stripling)
The goal of inquiry-based teaching is that all students develop an "inquiry starts with more emphasis on asking good questions than finding the answers (Cochran-Smith and Lytle 1999).
Audet and Jordan (in Stripling)
"Students can and do learn about subjects in teacher-centered class- rooms, but they learn best in a learner- centered environment that emphasizes inquiry" (Audet and Jordan 2005, xiii).
Ogle - Creating Contexts for Inquiry: From KWL To PRC2
“students' questions are the starting point for their engagement and thinking.” (57)
“As they get older they become more circumspect in how they reveal their lack of knowledge, but they are still eager to make sense of their worlds.” (58)
“.\ key to stimulating questioning is creating contexts where inquiry and exploration are nurtured and respected.” (59)
“The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals.”
“Traditionally, schools stressed the accumulation of information, and did not emphasize skill development or nurturing inquiry-based habits of mind.”
“Our modern society is faster paced, globally networked, technologically oriented, and requires workers who can problem solve and think critically.”
BUZZ WORDS
Constructivism
Inquire
Use
Think Critically
Apply
Create
Share
Read
Pursue,
Develop
Evaluate
Make Sense Of
Demonstrate
Organize
Listen
Collaborate
Conclude
Connect
Respond
Seek
Work Smarter
21st century learner
Inquiry
Explore
Non-linear
Messy
Show
Display
Active Discovery
Question
Investigate
Credibility
Lifelong Learning Skills
Works Cited – NOT IN MLA YET
American Association of School Librarians. Standards for the21st-Century Learner. American Library Association, 2007.
American Association of School Librarians and Association for Educational Communications and Technology. Information Literacy Standards for Student Learning, American Library Association, 1998.
Audet, Richard H., and Linda K. Jordan (eds.). Integrating Inquiry across the Curriculum. Corwin Press, 2005.
Cochran-Smith, M., and S.Lytle. "Relationships of Knowledge and Practice: Teacher Learning in Communities.' Review of Research in Education24, no. 8 (1999): 249-305.
- Dr. M Email Oct 3
- Focus - guideposts for the quest I'm on (specifying) Define the specific problem.
- Links - connections to help me proceed (strategizing) Identify and locate likely resources.
- Input - implementing the information I find (sorting, sifting, storing) Gather information: take notes; organize, analyze, and summarize the information
found.Inquiry is more recursive and not linear
Has a focus on background knowledge.
Some may feel it takes up too much time because it is not linear enough.
1. FLIP it! Framework (Yucht)
http://virtualinquiry.com/inquiry/flipit.htm
http://www.aliceinfo.org/flipit/
Know
Model for Inquiry Learning
Want to Know
How would this work with elementary or middle school students?
How long has this program been around? Is this a well-established model?
How does this engage students in content?
Can this be used for all subjects?
How are teachers involved?
How is this model assessed?
Learned
Will work with any age group.
Developed in 1988.
Engages students.
Can be used for all subjects.
Teachers are a guiding force, but students do the exploration.
Teachers create assignment stating how material will be put together.
- “The four steps did not always have to be sequential, since the process could move both backwards and forwards as needed. Reminds the kids that they will need to flip back and forth (evaluating,
- rethinking, revising) as they work through their info-problem.”
- learner-centered
- flows naturally from step to step, and back within itself.
- generic problem-solving framework
- uses every-day language
- Further Questions
- How does this compare to other models?
- Is this truly the best model for elementary students?
-
-
-
-
- 2. I-Search (Macrorie)
-
- Know
- Want to Know
- How would this work with elementary or middle school students?
- How long has this program been around?
- How does this engage students in content?
- Can this be used for all subjects?
- How are teachers involved?
- How is this model assessed?
- Learned
- Further Questions
- 3. REACTS (Stripling)
- http://virtualinquiry.com/inquiry/stripling.htm
- The REACTS Taxonomy includes the following elements:
- Recalling
- Explaining
- Analyzing
- Challenging
- Transforming
- Synthesizing
- Stripling and Pitts designed a 10-step process to help students develop their term paper
- 1. Choose a broad topic
- 2. Get an overview
- 3. Narrow the topic
- 4. Develop thesis statement
- 5. Formulate questions
- 6. Plan for research
- 7. Find, analyze, evaluate
- 8. Evaluate evidence
- 9. Establish conclusions
10.Create and present final product
- 4. Big6 (Eisenberg and Berkowitz)
- http://virtualinquiry.com/inquiry/big6.htm
- Task definition
- Information seeking strategies
- Location and access
- Use of information
- Synthesis
- Evaluation
- QUOTES/REFERENCES FOR WORDING
- Stripling - Inquiry: Inquiring Minds Want To Know
- “Both experience and research tell us that students engaged in inquiry are more motivated to pursue learning on their own than students who are fed pre-organized information that they are expected to remember.” (50)
- “Inquiry is a process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings. It is cyclical in nature because the result of inquiry is not simple answers but deep understandings that often lead to new questions and further pursuit of knowledge” (50)
- “students are empowered to ask meaningful questions and follow a path of discovery to construct their own understandings, draw conclusions, create new knowledge, and share their knowledge with others.” (50)
- Cochran-Smith and Lytle (in Stripling)
- The goal of inquiry-based teaching is that all students develop an "inquiry starts with more emphasis on asking good questions than finding the answers (Cochran-Smith and Lytle 1999).
- Audet and Jordan (in Stripling)
- "Students can and do learn about subjects in teacher-centered class- rooms, but they learn best in a learner- centered environment that emphasizes inquiry" (Audet and Jordan 2005, xiii).
- Ogle - Creating Contexts for Inquiry: From KWL To PRC2
- “students' questions are the starting point for their engagement and thinking.” (57)
- “As they get older they become more circumspect in how they reveal their lack of knowledge, but they are still eager to make sense of their worlds.” (58)
- “.\ key to stimulating questioning is creating contexts where inquiry and exploration are nurtured and respected.” (59)
- Thirteen –
- http://www.thirteen.org/edonline/concept2class/inquiry/index_sub1.html
- “The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals.”
- http://www.thirteen.org/edonline/concept2class/inquiry/index_sub2.html
- “Traditionally, schools stressed the accumulation of information, and did not emphasize skill development or nurturing inquiry-based habits of mind.”
- “Our modern society is faster paced, globally networked, technologically oriented, and requires workers who can problem solve and think critically.”
- BUZZ WORDS
Constructivism